Question Design with the Context of Islamic Eating Manners to Support Elementary School Students' Mathematical Connection Ability

Abstract

Mathematical connection skills are one of the important skills to develop in mathematics learning so that students are able to connect mathematical concepts with real situations. However, several studies show that mathematics learning in elementary schools is still dominated by routine and procedural questions so that students' opportunities to develop mathematical connection skills are not optimal. One context that is close to students is Islamic table manners. This study aims to (1) identify mathematical concepts contained in Islamic table manners, (2) design mathematical problems with the context of Islamic table manners, (3) describe the characteristics of the problem design in supporting students' mathematical connection skills, (4) describe teachers' views on the problems developed. This study uses a transformative qualitative approach. Data were obtained through documentation, interviews, and expert validation, then analyzed using the Miles and Huberman model. The results show that Islamic table manners contain mathematical concepts, such as standard and non-standard units, angles, patterns and sequences, and spatial visualization. These concepts were integrated into a contextual story problem design that was relevant to students' experiences and supported mathematical connection skills through the interconnectedness of mathematical concepts, the relationship between mathematics and everyday life, and the integration of Islamic values. Teachers also responded positively to the developed problems, as they were deemed appropriate for the characteristics of elementary school students and had the potential to be a more meaningful alternative for mathematics learning.